Academic literature on the topic 'Skills development initiative'
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Journal articles on the topic "Skills development initiative"
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Iwegbu, Chuks Justus. "Ameliorating the Rising Insecurity Situation in Nigeria: Skills Development Initiative through Social Sciences Education as a Lasting Tool." UJAH: Unizik Journal of Arts and Humanities 21, no. 4 (May 19, 2021): 53–64. http://dx.doi.org/10.4314/ujah.v21i4.3.
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The paper, “Ameliorating the Rising Insecurity situation in Nigeria: Skills Development Initiative through Social Science Education as alasting Tool” has as its main thrust, the principle of using skills development initiative as a reliable too of engaging able bodied, healthy and willing men and women in order to get them out of the street in line with the popular aphorism “that an idle mind is the devils workshop “which indeed explains it all. To further appreciate this intellectual discuss, basic concepts relevant to the article such as Insecurity which is generally seen as the state of being open to danger or the uncertainty or anxiety about oneself safety is also examined. Importantly too, Skill Development Initiative is also in this discuss defined as the act of providing vocational training to people both young and old, students and even school dropouts, existing workers, and everyone interested in earning a living through practical skill etc. The concept of Social Science Education and other concepts in this discourse such as Skills, Development, Initiative and the phrase Skills Development Initiative were adequately defined etc. the paper concludes by asserting firmly that creating awareness, education and information through tactical deployment of Social Sciences Education classroom instructional process on the use of Skills Development Initiatives remains a functional and effective way of curbing the problem of dwindling insecurity problem in the Society today. Steps on how this can be effectively done through teaching and training were proffered.
Keywords: Social Science Education, Skills, Development, Initiative, Skills Development Initiative
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Ashbaugh, Hollis, Karla M. Johnstone, and Terry D. Warfield. "Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications." Issues in Accounting Education 17, no. 2 (May 1, 2002): 123–48. http://dx.doi.org/10.2308/iace.2002.17.2.123.
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This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.
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Chatterjee, Shankar. "Skill Development for Youths: Recent Initiatives in Karnataka." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 7, no. 2 (June 9, 2017): 302. http://dx.doi.org/10.21013/jmss.v7.n2.p21.
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<div><p><em>Unemployment is a serious issue in India as well as in all the states as many youths are having educational qualifications but not skills as a sequel they are not employable. In view of this, the Government of India has set up Ministry of Skill Development And Entrepreneurship in recent years. The Ministry is responsible for co-ordination of all skill development efforts across the country, removal of disconnect between demand and supply of skilled manpower, building the vocational and technical training framework, skill up-gradation, building of new skills, and innovative thinking not only for existing jobs but also jobs that are to be created. Like other State Governments, the Government of Karnataka has taken initiative to set up the Skill Development, Entrepreneurship and Livelihood Department to address skilling issues in the State. The Department came into existence in September 2016 to embark on a formidable journey of skilling youth of the state and make them employable.</em></p><p><em>The goal of the skill development in Karnataka is to impart skills annually to 13.4 lakh workforce and new entrants who desire to achieve sustainable livelihood either through wage employment or self-employment. Policy will focus primarily on young persons of 16 to 35 years of age for the period from 2016 to 2030. In this research paper few important initiatives are highlighted</em>.</p></div>
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Kumaravel, M. "An Overview on Modular Employable Skills (MES) under Skill Development Initiative Scheme (SDIS)." Indian Welding Journal 42, no. 3 (July 1, 2009): 22. http://dx.doi.org/10.22486/iwj.v42i3.177996.
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Dorasamy, Nirmala, and Renitha Rampersad. "Perceptions on a student leadership development initiative." Corporate Ownership and Control 12, no. 1 (2014): 802–9. http://dx.doi.org/10.22495/cocv12i1c9p4.
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Leadership development involves the empowerment and preparation of individuals to be social change agents by developing their understanding of others and self awareness of their roles and responsibilities as leaders in different contexts. In the South African context, student representative councils (SRCs) at universities is an important mechanism to ensure that all South African students receive quality higher education in a safe, disciplined and healthy environment, that is underpinned by access, success and equity which are critical areas of focus in the transformation process. SRCs, as a well organized body, with the necessary skills can channel their capability and commitment toward improving university life for students. As Fullan (1993:182) argues that we hardly know anything about what students think about educational change because no one ever asks them. A student leadership initiative can be a potential for change in universities, since students as the “guardians of the existing culture can be the final arbiters of any change” (Wideen, 1992: 182). Further, by harnessing SRCs as potential reinforcers for improvement, there is more concern with the process through which successful change can be introduced in universities. Since SRCs are vested with the authority to contribute to good governance within universities, students place their trust in it. Therefore, SRCs need the requisite skills to make decisions that do not compromise the interests of students whom they represent. The study aimed to examine student perceptions and expectations of leadership through democratic deliberation at the Durban University of Technology (DUT), in partnership with the International Centre on Non Violence (ICON) and The African Centre for the Constructive Resolution of Conflicts (ACCORD). The student leadership course was a pioneer initiative for student leaders, comprising of local and international students studying at DUT. The rationale for this was the identified need for focused research into what student leaders perceive leadership to be and the value they derive from attending leadership initiatives. The partners felt it important to document student voices through a leadership initiative. The narrative, through a qualitative analysis, captured the contradictions and conflicting challenges student leaders face today, which are always problematic and dynamic, especially when public interests are not at the forefront of the agenda. Students stated that the course was beneficial, because it helped to: focus on purpose and goals of being SRC members; understand cultural diversity; show more interest in developing leadership skills as a collective; gain a sense of clarity of personal and university values; gain improved negotiation, conflict resolution and decision making skills; deal better with complex issues; and willing are able to use leadership practices for the benefit of all stakeholders. It is ultimately envisaged that the leadership initiative will be extended beyond the frontiers of DUT to other local, national and possibly international higher education institutions. As part of an on-going series of courses relating to student leadership, it is expected that such initiatives with the university partners will strengthen the effectiveness of student leaders, thereby contributing to the process of higher education transformation
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Munjal, Sandeep, Shweta Tiwari, and Richard Teare. "Reflections on the theme issue outcomes." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 103–8. http://dx.doi.org/10.1108/whatt-11-2018-0073.
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Purpose This paper aims to profile the Worldwide Hospitality and Tourism Themes’ theme issue “How can the skilling India initiative become a solution to the critical need for skilled labour in the Indian hospitality industry?” with reference to the experiences of the theme editors and writing team. Design/methodology/approach This paper uses structured questions to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process. Findings This paper reviews progress relating to the implementation of the “Skill India” initiative and its impact on the skilled-labour shortage as it relates to hospitality and tourism. Arising from the analysis are suggestions and recommendations to enhance the initiative’s effectiveness. Practical implications This paper observes that the Skill India initiative is an ambitious effort to facilitate skills-based training, but there are numerous concerns about its design and implementation. Originality/value This paper provides insights from both practitioner’s and academic’s perspectives as to how to overcome the gap in the availability of skilled and trained labour in the Indian hospitality industry.
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Joyce, Barbara L., Eric Scher, Timothy Steenbergh, and Mary J. Voutt-Goos. "Development of an Institutional Resident Curriculum in Communication Skills." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 524–28. http://dx.doi.org/10.4300/jgme-d-10-00233.1.
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Abstract Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N = 145) and faculty (N = 30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions may wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives.
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Tiwari, Shweta, and Sandeep Munjal. "What are the key challenges that the Indian hospitality industry is facing in search of skilled labour?" Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 99–102. http://dx.doi.org/10.1108/whatt-10-2018-0063.
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Purpose The purpose of this paper is to review and summarize the theme issue outcomes in relation to the strategic question: How can the Skill India initiative become a solution to the critical need for skilled labour in the Indian hospitality industry? Design/methodology/approach The paper draws on the findings of the theme-issue contributors to identify the role of the Skill India initiative in addressing the need for professionally skilled employees in the Indian hospitality industry. Findings This concluding paper highlights research relating to the Skill India initiative and its implications for industry practitioners, researchers and policymakers. Practical implications At the broader policy level, the theme issue observes that the Skill India initiative by the central government is an ambitious effort to facilitate skills-based training so that candidates can find employment in an industry or vocation of their choice. However, there are numerous concerns about the effectiveness of its design and implementation. Originality/value This theme issue provides insights from both practitioner’s and academic’s perspectives as to how to overcome the gap in the availability of skilled and trained labour in the Indian hospitality industry.
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Pavelescu, Liana. "Initiative For EFL Teacher Development in Romanian Schools." Romanian Journal of English Studies 14, no. 1 (November 27, 2017): 114–21. http://dx.doi.org/10.1515/rjes-2017-0014.
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Abstract The aim of the present teacher development initiative is twofold: to help EFL teachers develop critical reflection skills through various means such as video recording, journal writing, peer observation and a support group and to create what Hargreaves (cited in Johnston 2009) calls a “culture of collaboration”. It is believed that teachers, students and the educational institution as a whole would benefit from such an initiative.
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Ward, Janelle. "Essential Skills for Leadership Development in a Multicultural Organization." Muma Business Review 3 (2019): 027–28. http://dx.doi.org/10.28945/4387.
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This research was conducted to address leadership concerns regarding managers’ effectiveness in leading a multicultural workforce. Essential leadership skills for frontline managers were explored via pilot study interviews and a follow-on survey. Six leadership skills were identified and prioritized that are currently informing the company’s new leadership development program initiative.
Dissertations / Theses on the topic "Skills development initiative"
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Hug, Tod A. Hug. "The Impact on Teaching and Learning of the One-To-One Laptop Initiative at the Ayersville Local Schools." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461401600.
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Lerpiniere, Jennifer. "Primary school initiatives for pupils with personal and social development needs." Connect to e-thesis Move to record for print version, 2007. http://theses.gla.ac.uk/100/.
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Thesis (Ph.D.) - University of Glasgow, 2007.Ph.D. thesis submitted to the Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.
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Danquah, Joseph K. "Human Resource Development: An assessment of capacity development initiatives of World Bank projects in Ghana." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/15923.
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The significance of capacity development programmes, as key driver for sustaining development goals, is anchored in all international fora. This research complements and extends our present understanding of the contribution of capacity development approaches to development and achievement of the SDGs. This is achieved by critically assessing the impact of capacity development initiatives sponsored by the World Bank. This thesis has focused on analysis of implementation strategies and critical assessment of the impact of the projects using multidisciplinary approach, utilising a range of quantitative and qualitative methods. It provides a sound empirical basis for assessing the complexities of these projects. This empirical investigation has identified a wide range of disparities of implementation strategies utilised for capacity development initiatives among the major international players (World Bank and UNDP). These findings clearly indicate that there is no single strategy for the implementation of capacity development initiatives. Thus, based on empirical evidence, as well as a critical review of the literature, the study proposes a model for achieving critical sustainable capacity development based on broad and long-term strategies; input, process, output, and outcome which defines the appropriateness of policies and practices that support sustainable development. It is concluded that capacity development initiatives are relevant and essential ensuring national development and sustainable results. The recommendations include the focus on individual, organisational, and societal factors when planning, developing and adopting strategies for implementing all government/national programmes.
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Wellspring, Shonnie Layne. "The Pentioch Initiative a development track designed to foster authentic, contagious discipleship resulting in spiritually mature, skilled, and influential leaders for churches of today and tomorrow. Project justification and review /." Theological Research Exchange Network (TREN), 2009. http://www.tren.com.
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Edries, Rabia. "Experiences of a ‘thinking schools’ initiative: a case study of one Western Cape primary school." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/3988.
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Magister Educationis - MEdIn this study I researched the effectiveness of a ‘Thinking Schools’ initiative at a local primary school between April 2010 and September 2011. I looked at how the school began the journey, what has changed in the school, the contextual factors that have influenced the process and what has sustained the school’s progress. As background to the study I discuss the importance and relevance of learned intelligence as explained by Vygotsky, thinking skills and cognitive education, and the whole school approach as opposed to individual teacher initiatives, as introduced by Burden in the United Kingdom. A local adaptation of Lipman’s ‘Philosophy for Children’ was the focus of this study, as it was chosen by the school as the starting point on their road to becoming a Thinking School. A qualitative research approach was used, using a constructivist paradigm and case study methodology, following the guidelines established by Stake (1995) and Yin (2003). The participants included the principal, together with selected teachers and learners and a curriculum advisor. Data collection took the form of interviews and a rating scale. The study found positive changes in teacher and learner thinking, supported by the ethos and stability of the school environment. The major challenge was that not all stakeholders were involved.
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Ndiaye, Abdourakhmane. "Changements climatiques : de la modélisation du phénomène à son éducation. Application au cas des enseignants sénégalais du primaire. Le climat, du savoir scientifique aux modèles d’intégration assignée (Integrated Assessements Models) 1 Environmental education to education for sustainability development : challenges and issues Education for sustainable development : a conceptual and methodological approach De l’éducation au développement durable (EDD) aux Objectifs du Développement Durable (ODD), de nouvelles prescriptions pour les pays du Sud ? Integrated assessment models and other climate policy tools Eduquer aux changements climatiques au Sénégal, une initiation au modèle REDOC via les représentations sociales." Thesis, Université Clermont Auvergne (2017-2020), 2019. http://www.theses.fr/2019CLFAD007.
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Notre travail de recherche s’est attaché à clarifier le champ, les caractéristiques et les principes d’une Education aux Changements Climatiques en vue d’un Développement Durable (ECCDD) afin d’élaborer des propositions en vue de son intégration dans la formation de base. Cette problématiques’inscrit dans un double cadre : celui de l’interdisciplinarité (articulation de la science du climat, des sciences économiques et sociales, des sciences de l’éducation) et celui du cycle primaire du système éducatif sénégalais. Notre méthodologie de recherche s’est appuyée sur deux clés d’entrée : la dynamique des systèmes complexes (Forrester, 1969, Morin, 1977, 1980) pour transmettre des connaissances et le modèle REDOC (Représentations, Démarche pédagogique, Outils didactiques et Compétences) pour appréhender les représentations des apprenants. Les résultats de nos recherches nous ont mené à faire émerger deux postulats, facilitant une ECCDD. D’une part, le registre des savoirs qu’il convient de mobiliser pour déterminer le cadre et le champ de l’ECCDD, doit articuler quatre types de savoirs : les savoirs scientifiques, les savoirs institutionnels, les savoirs mesurés et les savoirs pédagogique. D’autre part, l’analyse des représentations des apprenants est une étape nécessaire et indispensable pour mettre en place un ensemble de pédagogies diversifiées et complémentaires, développer des outils didactiques appropriés et proposer un référentiel de compétences contextualisé. Dans notre travail de recherche, les représentations des enseignants sénégalais du cycle primaire ont été analysées sur la base d’un questionnaire. Nous avons ainsi cherché à mettre en relief leurs représentations du développement durable, du changement climatique ou du réchauffement climatique. Dans le cas du Sénégal, nous avons pu constater que la question du changement climatique devait s’articuler avec d’autres enjeux propres au système scolaire : le statut des enseignants, la qualité des infrastructures, la question de l’hygiène et de la santé publique, le problème du manque de cantines scolaires…, une autre manière de rappeler que les objectifs du développement durable font système et que l’éducation de qualité (ODD4) peut constituer une variable clé du changementOur research has been focused on clarifying the scope, characteristics and principles of Climate ChangeEducation for Sustainable Development (CCESD) in order to implement curricula. This issue is part ofa dual framework : an interdisciplinary approach (linking Climate Science, Economics and EducationSciences) and the integration of CCESD into the primary cycle of the Senegalese education system. Ourresearch methodology was based on two inputs : the dynamics of complex systems (Forrester, 1969,Morin, 1977, 1980) to provide knowledge and the REDOC model (Representations, EducationalApproach, Didactic Tools and Skills) to understand teachers’ representations. The results of our researchled us to identify two postulates, facilitating a CCESD. On the one hand, the register of knowledge thatmust be activated to implement CCESD (four types : scientific knowledge, institutional knowledge,measured knowledge and pedagogical knowledge). On the other hand, the analysis of learners'representations is a necessary and essential step to set up a diversified and complementary set ofpedagogies, develop appropriate didactic tools and propose a contextualised skills referenceframework. In our research, the representations of Senegalese primary school teachers were discussedon the basis of a survey. We highlighted their representations of sustainable development, climatechange or global warming. In the case of Senegal, we observed that the issue of climate change had tobe linked to other controversial issues in the school system : the status of teachers, the quality ofinfrastructure, the issue of public health, the problem of the lack of school canteens, etc. Another wayof reminding us that the goals of sustainable development (SGD) are systemic and that qualityeducation (SDG 4) can be a key driver for change
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Agulefo, Uzo Izundu. "New faculty orientation : a transformational initiative toward learning centeredness at the community college." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1854.
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As many of the founding full-time community college faculty began to retire,
colleges across the nation intensified their full-time faculty recruitment and retention
efforts. They began to replace the retiring full-time faculty with the new generation
faculty cohort. The purpose of this study was to understand the role that a comprehensive
orientation program played in the socialization process of new community college
faculty. Additionally, the study examined the choice of orientation tactics used to
socialize the new faculty. Relying on the reported socialization experiences of seven full-time
faculty members from six of the seven colleges that comprised a community college
district, the study explored how an orientation program facilitated their adjustment
process. Finally, the researcher sought to identify ways to improve full-time community
college faculty socialization experience. Most of the faculty in this study, although having no specific training to teach at
the community college, were able to build relationships outside their individual colleges,
acquired new skills, and gained access to valuable district resources, as a result of their
participation in a yearlong comprehensive orientation program.
Three significant findings resulted from this study. The first major significant
finding of this study was that the incorporation of a social apparatus, such as the “retreat”
into an orientation program, facilitated group cohesion and identity among the new
faculty. The social structure of the retreat provided new faculty with an opportunity to
connect with one another at an emotional level. They were able to expand their social
networks beyond their immediate colleges. A second significant finding was that faculty
became more confident and comfortable in their teaching roles as a result of the skills
they acquired following their completion of the comprehensive orientation program. The
monthly sessions, which were held every 4th Friday provided the faculty the opportunity
to acquire and develop new skills to effectively discharge their responsibilities. The third
major finding of this study was that because faculty had access to district resources, to
develop their skills, they became more closely tied to their institutions.
Finally, recommendations are made to improve new faculty socialization
experience during their adjustment process.text
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Janse, van Rensburg Christine. "Organisational perspectives of learnerships within manufacturing, engineering and related services organisations in the Sedibeng municipal district area." Thesis, 2010. http://hdl.handle.net/10352/91.
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Thesis (M. Tech. (Human Resource Management, Dept. of Management Sciences))--Vaal University of Technology, 2009.Key skills shortages, coupled with high levels of unemployment are well documented in South Africa. Learnerships, which are meant to reduce the skills shortage, are not addressing this problem as the SETAs have failed to communicate the benefits of learnerships aggressively to companies. Thus, the purpose of this research is to determine organizational perspectives of learnerships within the MERSETA organizations in the Sedibeng district municipal area. A literature study of learnerships and applicable legislation in South Africa was undertaken in order to contextualize the South African skills development initiative. The empirical portion of the study involved conducting a survey using a self-administered questionnaire designed to elicit perspectives of learnerships within small, medium and large organizations (n=150) that fall under the MERSETA and that are situated in the industrial areas of Vanderbijlpark, Vereeniging and Meyerton, within the Sedibeng district municipal area. The data obtained indicate that although almost two-thirds of the researched organizations do currently implement learnerships, these organizations experienced several barriers and challenges when taking on learnerships. It was found that the MERSETA organizations within the study area also lack understanding and familiarity with the learnership system and their perceptions towards learnerships are for the most part, negative. Based on the findings of this study, recommendations, targeted at the National Skills Authority, the Department of Labour, the MERSETA and the SETAs, are made to assist organizations in various areas to overcome the identified barriers and challenges emanating from learnership implementation.
Central Research Committee (Vaal University of Technology)
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Kiwombojjo, Michael. "The role of capacity building in community home based care for AIDS patients: an exploratory study of Taso : Sseeta-Nazigo Community Aids Initiative." Diss., 2002. http://hdl.handle.net/10500/748.
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The focused of this study is the role of capacity building in Community Home Based Care (CHBC) for HIV/AIDS patients. The study forms part of my Master's in Development Administration programme, undertaken through UNISA. The dissertation was accomplished by studying the
TASO community initiative in Sseeta-Nazigo, Mukono District, Uganda. It explores the concept of capacity building and its applicability to CHBC.
The primacy data was gathered by conducting Key Infonnant Interviews (KIIs) and Focus Group Discussions (FGD). The secondary data was gathered by reviewing literature to augment the primary data. In addition, data was gathered through observations within the community.
The fmdings have identified seven critical components of capacity building: community mobilisation, skills development, Information, Education and Communication (IEC) Voluntary Counselling and Testing (VCT), networking and collaboration, support and supervision, Monitoring and Evaluation (M&E). The study observed that capacity built in the above areas resulted in three outcomes: skills development, improvement in procedures, and institutional development. Informed recommendations were subsequently made related to the seven componentsof capacity building in CHBCDevelopment Studies
M. A. (Development Studies)
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Mncwabe, Lindelwa. "The role of skills development initiatives in promoting local economic development (LED) in South African townships : a case study of Cato Manor, Durban." Thesis, 2013. http://hdl.handle.net/10413/11213.
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This study assesses the role of skills development initiatives in promoting Local Economic Development in Cato Manor Township. The study objectives were: To investigate the concept of skills development initiatives as it is used as an LED strategy in South Africa and Cato Manor Township in particular; to identify and evaluate the methods or procedures used for skills development initiatives towards LED strategies in Cato Manor Township; to assess the effectiveness of skills development initiatives in Cato Manor Township and to highlight the lessons learnt through comparison with international and local precedents on the effective implementation of skills development initiatives. The methodology for this research study incorporated the use of primary and secondary data sources. Primary data sources include interviews with stakeholders that play a role in the implementation of skill development initiatives in Cato Manor. Interviews were conducted with the Cato Manor Development Association (CMDA) as the core founder of LED in Cato Manor Township. Key Area Based Management (ABM) officials and the eThekwini Municipality Town Planner were also interviewed. A questionnaire survey was administered to a sample of 20 Small, Medium and Micro-Enterprises and the perceptions of the Ward Councillor and Ward Committee added value to the discussion.
The key findings revealed the extent to which skills development initiatives as LED strategies have been effective in Cato Manor Township. Such initiatives have been used as tools to lower the level of prevailing, eradicate poverty, create employment opportunities and encourage the growth of small and medium-sized enterprises. Skills development initiatives have been major role players in the redevelopment strategy for this township, even though shortcomings were identified as hindrances to their contribution to sustainable development. Four main factors that contributed to the success and failure of skills development initiatives in Cato Manor Township were identified: skills development and employment opportunities; the upgrading and maintenance of business infrastructure; social development, poverty alleviation and skills development initiatives in Cato Manor Township; and youth empowerment with skills training programmes. Major findings revealed that skills development initiatives as LED strategies do not effectively target all areas of development, there is still more to be done to accelerate the economic and social growth. Therefore, the study recommends new and transformed methods or procedures of skills development initiatives as LED strategies in Cato Manor Township. That includes a holistic target of all principles of sustainable development such as economic, social and environmental development. The study also emphasizes the importance of adopting monitoring mechanisms such as the developing an LED model to guide and monitor development strategies within the area.
Keywords: Skills development initiatives, Cato Manor, South Africa, Sustainable development, small and medium sized Enterprises
Books on the topic "Skills development initiative"
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Learning & Skills Council. and Association of Colleges, eds. Basic Skills Quality Initiative training and development programme. London: Association of Colleges, 2003.
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Rakow, Donald A., Meghan Gough, Sharon A. Lee, and Scot Medbury. Public Gardens and Livable Cities. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501702594.001.0001.
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This book changes the paradigm for how we conceive of the role of urban public gardens. The book advocates for public gardens as community outreach agents that can, and should, partner with local organizations to support positive local agendas. Safe neighborhoods, quality science education, access to fresh and healthy foods, substantial training opportunities, and environmental health are the key initiative areas the book explores as it highlights model successes and instructive failures that can guide future practices. The book uses a prescriptive approach to synthesize a range of public, private, and nonprofit initiatives from municipalities throughout the country. In doing so, it examines the initiatives from a practical perspective to identify how they were implemented, their sustainability, the obstacles they encountered, the impact of the initiatives on their populations, and how they dealt with the communities' underlying social problems. By emphasizing the knowledge and skills that public gardens can bring to partnerships seeking to improve the quality of life in cities, this book offers a deeper understanding of the urban public garden as a key resource for sustainable community development.
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Ubfal, Diego, Irani Arráiz, Diether Beuermann, Michael Frese, Alessandro Maffioli, and Daniel Verch. Implementation and Impact Evaluation of Entrepreneurship Support Services in Jamaica. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003182.
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AUTHORUbfal, Diego; Arráiz, Irani; Beuermann, Diether; Frese, Michael; Maffioli, Alessandro; Verch, DanielDATEMar 2021DOWNLOAD:English (0 downloads)DOIhttp://dx.doi.org/10.18235/0003182There has been growing interest in approaches to business training that incorporate insights from psychology to develop soft skills associated with successful entrepreneurship. The empirical evidence on their success, however, is still inconclusive. This study designs and evaluates two training programs focusing on soft skills, which are adapted to the Jamaican context. The first program provides soft-skills training on personal initiative, including the development of a proactive mindset and perseverance after setbacks. The second program combines soft-skills training on personal initiative with traditional training on hard skills aimed at changing business practices. Both programs are evaluated using a randomized controlled trial design involving 945 entrepreneurs in Jamaica. Findings indicate positive effects of the intensive soft-skills training, but not of the training combining soft and hard skills, on business outcomes (i.e., sales and profits) in the short-term (i.e., three months after the implementation of the trainings). The positive short-term effects of the soft-skills training are concentrated among men and are not significant for women. These effects, however, vanish when measured 12 months after the trainings. Nonetheless, the soft-skills training show persistent positive effects on some targeted soft skills, which are measured with both self-reported and incentivized measures.
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Buchanan, John, Pauline Anderson, and Gail Power. Skill Ecosystems. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.21.
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Recent interest in skill ecosystems and initiatives associated with their reform represent the latest manifestation of a long-standing tradition of skills analysis which recognizes the importance of the context in which skills are developed and used. Whilst the original academic literature on the topic was primarily concerned with understanding and promoting high skill ecosystems, this chapter examines national approaches to policy and practice concerned with improving ecosystems associated with workers with low and middle-levels skills. Most of this chapter refers to developments in Australia, the UK and US. All the elements for successful skill ecosystem reform are in existence across these case study countries but they are not co-located. Enduring transformations to skill contexts required for effective change is therefore hard to achieve.
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Gant, Larry M. Innovative Approaches in Field Instruction and Educational Practice Innovations for Training Social Work Student Interns. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190463311.003.0010.
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Abstract: This chapter describes models and approaches of field instruction used by the UMSSW/TAC. The chapter presents an overview of field instruction models and essential student skills; it discusses the use of traditional field instruction, use of specific student groups (e.g., Community-Based Initiative MSW students, Semester in Detroit undergraduate students), and VISTA volunteers. The chapter outlines the migration of field instruction from UMSSW/TAC staff to community governance organizations. The chapter summarizes the experience of efforts to coordinate multiple courses within the SSW and across institutional partner programs (e.g., Urban Planning and Public Policy). The limits and challenges of field instruction approaches are reviewed; benefits to community residents and the Good Neighborhoods Initiative are discussed. Lessons learned are generated from Foundation, Community Partners, Supervisors, and Students. The chapter ends with thoughts about field instruction as a strategy for community development.
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Loretto, Wendy, Chris Phillipson, and Sarah Vickerstaff. Skills and Training for the Older Population. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.29.
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Despite rises in employment rates across many countries, older workers (those aged 50+) are less likely than younger employees to receive workplace training and skills development. Using the UK as its starting focus, this chapter analyses the theoretical and empirical reasons for these gaps. The analysis covers in-work training and development, as well as considering the position of those older people who are unemployed but looking for work. The discussion also embraces the roles of training and education for older workers who may want to delay retirement or retire flexibly, and examines the relationships between training, development and active ageing. Concluding discussions highlight national and international policy initiatives to encourage investment in educating and training for this new work generation.
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Grassi, Luigi, and Luzia Travado. Communication in cancer care in Europe and EU policy initiatives. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0060.
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Awareness of cultural differences when communicating with cancer patients has become an increased focus of attention in European countries. The historically paternalistic approach by doctors in knowing what is best and deciding what should be done for a patient has been replaced by a shared decision-making approach, with attention being given to cultural and individual patient needs. In a rapidly changing world, with increased immigration, many European countries are becoming multiethnic and multicultural. It is important to understand the ways in which cultures, language, thoughts, customs, beliefs, values, religion, and illness influence communication within the context of the doctor-patient relationship. These issues should be considered in the development of European communication skills training programmes and guidelines. In this chapter, some of the main aspects of doctor-patient communication in a culturally diverse Europe will be discussed, and some training initiatives presented.
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Cherny, Nathan, Sharon Einav, and David Dahan. Palliative medicine in the intensive care unit. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0157.
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Despite best efforts, a substantial proportion of patients admitted to intensive care units die either during care or after a trial of intensive supportive therapy that fails to improve the patient’s well-being. The duality of hope and death challenges clinicians, family members of desperately ill patients, and sometimes the patients themselves. Given this high prevalence of mortality, it is incumbent upon intensive medicine units to develop the skills and therapeutic environment that can effectively deal with humane end-of-life care. This is reflected in a growing medical literature, the development of clinical standards, and in a new research agenda addressing the needs of intensive care patients, their families, and the clinicians caring for them. This chapter reviews these developments and outlines frameworks for care strategies, symptom management, and quality improvement initiatives.
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Ayyar, R. V. Vaidyanatha. The Show Goes On. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0018.
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This chapter describes the policy initiatives of the Modi Government such as the appointment of the Hari Guatam and Kaw Committees to review the functioning of the UGC and AICTE respectively and of the work so far on developing a new education policy. It critiques the process adopted for policy development and the salient features of the report of the TSR Committee and MHRD’s discussion draft, the Input Document. It also critiques the far reaching judgment of the Supreme Court mandating a National Eligibility and Education Test (NEET) for admission to undergraduate medical and dental courses of all colleges including minority institutions. It outlines the controversy over teaching German as a third language in Classes VI–VIII of Kendriya Vidyalayas, and the establishment of world class universities. It outlines the measures taken by Modi Government to carry forward the initiatives taken by the UPA Governments to promote skill development.
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Ayyar, R. V. Vaidyanatha. Reform Impulses in a Bipolar Government. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0015.
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This chapter describes the far reaching changes as a result of which the Indian education system ceased to be almost exclusively public funded and closed system, how these far reaching changes were not steered by any policy of the Government, and how the policy has to catch up to do. It describes how the early initiatives of the Manmohan Government aroused great hopes that higher education was poised for remarkable transformation, and how these hopes were dashed as the Prime Minister was only a minor centre of power and could not prevail upon Arjun Singh to accept the ambitious reform agenda drawn up by the National Knowledge Commission (NKC) he set up. It also describes the special focus on skill development and the new initiatives launched during the Eleventh Five Year Plan such as the expansion of Central Universities, IITs, IIMs and NITs, and the launch of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). It compares and contrasts the philosophical underpinnings and recommendations of the NKC and Yash Pal Committee on the rejuvenation of Higher Education, and critques the recommendations of that Committee’s idea of university, and its proposal to constitute a National Commission on Higher Education and Research as an imperium imperio.
Book chapters on the topic "Skills development initiative"
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Sharma, Anita, and Kenneth King. "Skill India: New Skills Development Initiatives in India." In Handbook of Vocational Education and Training, 1–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49789-1_76-1.
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Sharma, Anita, and Kenneth King. "Skill India: New Skills Development Initiatives in India." In Handbook of Vocational Education and Training, 39–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_76.
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Cori, Enrico, and Fabio Fraticelli. "Aligning Market Strategies, Digital Technologies, and Skills: Evidence from Italian Museums." In Cultural Initiatives for Sustainable Development, 23–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65687-4_2.
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Romano, Alessandra. "Professional Development Tutoring: Comparing Italian and International Models." In Employability & Competences, 249–63. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.31.
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The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classrooms
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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers." In Young Adults and Active Citizenship, 19–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.
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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
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Neustroev, S. S., V. A. Predybaylo, A. I. Galkina, E. A. Burnasheva, and I. A. Grishan. "The electronic edition "the Russian initiative development (Initiative. Enterprise. Savvy)"." In A course of lectures "Teaching skills in information and educational environment of the University". Science and Innovation Center Publishing House, 2017. http://dx.doi.org/10.12731/ofernio.2017.23142.
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Draghici, Anca, and George Draghici. "Business Process Management Skills Development." In Advances in Business Information Systems and Analytics, 262–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8368-6.ch016.
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The chapter presents a Business Process Management (BPM) training program initiative based on the preliminary training needs identification and by characterizing its market acceptance and impact. The presented approach was built in an international partnership. The experience (wisdom, knowledge) gained by a Slovenian group of trainers in building, disseminating and practically implementing a BPM training program has been transferred (and adapted) to Romania, using the knowledge already existing in the field. The main ideas tackled in the paper are: (1) a brief description of the BPM concept and a short overview of the existing training and certification programs on the market; (2) presentation of the proposed CertiBPM training program structure based on the training needs identification (related to the Romanian market); (3) research results regarding the Romanian market acceptance of the CertiBPM training program based on the participants/trainees feed-back collection and process (marketing survey); (4) Conclusions and lessons learned.
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Gardner, Kimberly, Roneisha W. Worthy, and David Glassmeyer. "An Integrated STEM Professional Development Initiative for Connecting Environmental Education Across Middle and Secondary Mathematics." In Building STEM Skills Through Environmental Education, 137–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2711-5.ch006.
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This chapter reports features of a professional development (PD) initiative and results from its underpinning qualitative inquiry. The researchers designed this initiative using the integrated science, technology, engineering, and mathematics (STEM) education framework to help teachers adapt integrated teaching practices and to make connections. Middle and secondary teachers completed 50 hours of training to enhance their content knowledge, to gain understanding of integrated STEM education, to identify and use resources and manipulatives of integrate STEM lessons, and to create lessons for implementation with their students. Data were collected through interviews, audio-visual recordings, and documents from participants. The findings were (1) framing the PD with the integrated STEM education model supports changes to teaching practices; (2) tasks integrating mathematics with EE are compatible integrations that help teachers adapt integrative teaching approaches; and (3) teachers' EE dispositions towards integration improved after the PD, especially as a component of social justice.
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Bonta, James, Guy Bourgon, and Tanya Rugge. "From evidence-informed to evidence-based: the Strategic Training Initiative in Community Supervision." In Evidence-Based Skills in Criminal Justice. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447332961.003.0009.
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The Risk-Need-Responsivity (RNR) Model of offender assessment and rehabilitation is one of the mostly widely used paradigms for the design and delivery of offender treatment programs. However, there has been relatively little research on providing RNR-informed services by front-line correctional staff. The Strategic Training Initiative in Community Corrections (STICS) is the first RNR-based intervention that trains probation officers to use the RNR principles in the everyday supervision of offenders. This chapter describes the development, evaluation, and application of STICS in community supervision. Special attention is given to issues faced during large-scale implementation of the STICS model and the generalizability of the model. The chapter ends with a description of the influence of STICS on international developments in providing evidence-based community supervision.
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McCormack, Virginia. "Project-Based Learning Integration with Teachers Immersed in a Professional Development Initiative." In Handbook of Research on Teacher Education and Professional Development, 442–52. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch025.
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This chapter focused on the effectiveness of a professional development initiative on the planning, designing, and implementing project-based learning in mathematics, science, and special education classrooms. The purpose was to highlight project-based learning and the development of a professional development learning community that provided unique ways in which teachers engaged with a variety of learning tasks, assessments, and resources while practicing vital mathematics and science skills with diverse students. Attention was given to the importance of teacher attitude and confidence, collaboration, school support, barriers, and increasing student engagement. The case study method was used to amass and probe data. The results indicated valuable suggestions about the effectiveness of professional development for active engagement in project-based learning through networking, differentiating instructional strategies, creating new assessment tools, and gaining content knowledge and pedagogical skills.
Conference papers on the topic "Skills development initiative"
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Holmes, Susan. "A RETENTION INITIATIVE: REFINING YOUR LEARNING SKILLS FOR ACADEMICALLY DISMISSED STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1275.
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Marco-Galindo, M. Jesus, Rafael Macau-Nadal, and J. Antoni Pastor-Collado. "Learning Written Communicative Skills in UOC Engineering Curricula: A Virtual University Initiative and Its Future Development." In 2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments. IEEE, 2010. http://dx.doi.org/10.1109/tee.2010.5508896.
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Tan, Grace, and Anne Therese Venables. "Impact of a cross-institutional assessment designed to shape future IT professionals." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2169.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Xxxx University and Yyyy University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again. This paper reports on the surveys’ results noting changes in student perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives.
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Larrondo Ureta, Ainara, Jesús Ángel Pérez Dasilva, Koldobika Meso Ayerdi, and Simón Peña Fernández. "Emotional training of online journalists via multimedia communicative projects linked to sustainable development." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12982.
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This paper describes an innovative pedagogic initiative for training Communication and Journalism university students. This initiative has been designed within the framework of a funded project financed. This has seeked to train future communicators in Transversal Competences (TC) via co-operative multimedia online journalism projects, focussed on subjects linked to the seventeen United Nations’ Sustainable Development Goals, to be accomplished by all member States by the year 2030 (Agenda 2030). As this paper concludes, online journalist work with SDG projects can be a useful teaching strategy in the classroom for promoting learning skills and results sustained by the development of students’ Emotional Intelligence (EI). In addition to contributing to the training of students in emotional competences, this innovative teaching initiative has led to develop other abilities related to EI, such as the capacity to work as part of a team.
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Carson, Susan, and Jennifer Stanigar. "Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11009.
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North Carolina State University undertook a faculty development initiative, TH!NK, beginning summer 2014. TH!NK is a campus-wide initiative designed to develop faculty members’ abilities in cultivating students’ higher-order skills in critical and creative thinking and self-reflection. Faculty and courses in a wide variety of disciplines were involved in the initiative, with the ultimate goal being an institutional transformation in the way that teaching is approached across campus. This paper shares early outcomes of five years of the program, which engaged approximately 130 faculty members. We assess the adoption of teaching strategies and how adoption varied between STEM and non-STEM courses based on a 2019 survey of TH!NK-trained faculty (n=72). We observed that an intensive, multi-day, interdisciplinary faculty development institute, paired with long-term peer mentoring and accountability, led to a high rate of adoption of the strategies. While non-STEM faculty utilized a wider array of teaching strategies prior to training, both groups made gains post-training, with the greatest gains among STEM faculty. There were notable outcomes observed in faculty use of the strategies in other courses and sharing activities and assignments with colleagues inside and outside of their home departments.
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Pérez, Jorge, and Meg Murray. "Journey to the Center of the Core: Computers and the Internet in the Core Curriculum." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2943.
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Computers, digitalization and the Internet have transformed modem society. Commerce, education, communication and socialization will never be the same. Surprisingly, many universities do not require a computing course in the core curriculum. Critical information technology (IT) competencies are often taken for granted, to the detriment of students who lack computing and Internet skills. This paper describes an initiative undertaken by a computer science and information systems department to assess and remediate IT skills needed by all university students, regardless of major. The project is evolving along several dimensions: identification of discipline-independent IT competencies, assessment of IT skills among current and incoming students, and curriculum development.
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Tsiklashvili, Natela, and Tamari Poladashvili. "Regional sustainable development through enhancing the regional graduates employability; case of Georgia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.024.
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Education, in general, creates strong basics of sustainable development. Higher education is one of the important settings for accomplishing better education and quality of human life. Region based higher educational institutions (HEIs) have high input in regional economic development through traditional functions of teaching and research. Educational institutions acquiring graduates with relevant knowledge and skills for the labour market. The given paper examines: How Georgian regional universities enhance the graduates’ employability and workforce formation? Do the institutions encouraging university-business interactions? What are the main challenges and optimal ways of improvement? The article is using a qualitative research method with a combination of mixed research techniques by collecting and analysing other qualitative and quantitative information from national governmental reports, scientific articles, and annual statistical data. The paper draws the background information, that enhances the bed climate for recent graduates on the labour market, the unemployment and employment rate, proportion of horizontal mismatch, fields or groups of studies that students are most likely to be mismatched, its cause and effects relationship. Results show that institutions have week interaction with regional enterprises and SMEs: HEIs do not have skills anticipation strategy based on the regional business sector to avoid potential misbalance in the labour market. HEIs instead of showing initiative often take a proactive position and are looking at interactions between labour market stakeholders; they have weak interaction with public and private enterprises. Regional SMEs’ participation in creating curriculums is uncommon.
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Milanovic, Ivana, and Tom Eppes. "Application Building in Undergraduate Courses With a Simulation Component." In ASME 2016 Fluids Engineering Division Summer Meeting collocated with the ASME 2016 Heat Transfer Summer Conference and the ASME 2016 14th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/fedsm2016-7844.
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The undergraduate engineering curriculum at our institution is replete with both problem-based and project-based learning components. This paper focuses on the third and most complex methodology needed to prepare students for a successful career in engineering: inquiry-based learning (IBL). With IBL, students learn with the aid of mentoring how to develop and answer a research question. However, IBL requires a significant time-investment, both in and outside the classroom. This is one of the teaching challenges within lecture-based thermo-fluids courses, where the coverage of required material does not allow much time for both IBL and development of field-specific simulation skills. Additional challenges include the reliance on mathematical tools that often hamper student understanding of the underlying phenomena and difficulty in providing immersive and exciting visuals that support in-depth learning. An IBL component was incorporated into a simulation-based design in two successive junior year courses: fluid mechanics and heat transfer. Both courses were modified to contain scaffolded and contextualized simulations with application building that develop: (a) technical competency by developing modeling skills, (b) deeper understanding of thermofluids by solving realistic technological problems, and (c) writing skills by producing technical reports for each simulation. Companies are increasingly using simulation applications to extend the benefits of product and process models beyond engineering to other internal business functions such as manufacturing, product development, and sales technical support. Applications involve creating a simplified interface that still contains the full efficacy of the underlying model without having to expose the end user to its complexity. An ‘Application’ building component adds a new skillset that further strengthens our program graduates. Consequently, supported by mentoring, students now integrate prior skills into an independent research initiative. They propose, plan and execute a design that is of their interest, relevant to the course topics, and suitable in rigor. In parallel with skillset and technical knowledge building, strategies and resources are introduced to engage students in a research topic of their choosing. This process includes preparing a statement of work, reviewing relevant literature, completing a technical study, and documenting the results. The results to date are presented along with some examples of student projects.
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Ivey, Paul C., Michael L. Sanderson, Vivien Morris, and Derek G. Ferguson. "The Engineering Doctorate — An ‘Enhanced’ Doctoral Programme for Engineers Incorporating Business Decision-Making Skills: A Gas-Turbine Engineering Perspective." In ASME Turbo Expo 2000: Power for Land, Sea, and Air. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/2000-gt-0582.
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This paper describes a new UK initiative in the post graduate education of Engineers. The new ‘enhanced’ degree of Engineering Doctorate educates graduate Engineers in their respective technical disciplines whilst at the same time integrating the world of commerce and business into the technical decision making process. The paper describes the initial candidate selection methodology, project selection, course structure, assessment, thesis structure and outputs. The advantages of this enhanced postgraduate training are demonstrated, as are the objectives for the UK in adopting such a scheme. An example is presented from a joint Rolls Royce / Cranfield case study of the Design, Development and Product launch of a new type of Gas Turbine Instrumentation. This is set in a Gas Turbine Engineering perspective, in particular the consideration of active control of compressor surge to benefit aircraft engine fuel burn and increased flight range.
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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.
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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
Reports on the topic "Skills development initiative"
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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, November 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.
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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.
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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Raei, Lamia. Exploring the Links: Youth participation and employment opportunities in Jordan. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7981.
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Oxfam partners with the Jordanian Hashemite Fund for Human Development (JOHUD) through its Youth Participation and Employment (YPE) programme in order to connect with communities and train local community-based organizations (CBOs). JOHUD’s aim is to build the job-seeking capacity of youth in four governorates in Jordan. The programme organizes informal activities involving peer-to-peer education to help young people engage in the community as volunteers, and links them to various governmental and non-governmental institutions. COVID-19 and the associated lockdowns have altered the organization’s operations, with most projects shifting online. JOHUD has adopted a youth-led initiative aimed at matching young people’s skills with labour-market demand in each governorate where the programme operates. This case study presents examples of how the programme has helped young people transform into professionals, and how youth-led employment centres can contribute to youth development activities.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.
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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.
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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.
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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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Supporting Women Entrepreneurs in Tunisia. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7871.
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Mabrouka Hdaya is a craftswoman who has been producing bags and baskets for 20 years. Support from the Youth Participation and Employment (YPE) project helped her overcome the technical and financial obstacles that she has faced since 2018 when she started her entrepreneurial journey. YPE, in partnership with the Local Initiative and Development Forum (FIDEL), selected Mabrouka for training to improve her weaving and business management skills. As a result, she has become more confident and developed working relationships with other people in her trade. Her business was doing well until the COVID-19 pandemic affected markets. She is hopeful she will recover as soon as the markets re-open and national fairs re-start. In the meantime, she sells small quantities of her products through social media platforms and the FIDEL shop. This is the story of an entrepreneur who knows her way forward and is ready to fight uncertainties.